A new Cedefop working paper highlights that the successful integration of digital skills into initial vocational education and training (IVET) depends not only on curriculum content but also on how education systems are governed and updated. Based on an analysis of eight European countries, the study reveals significant differences in the scope and quality of digital skills provision, driven by governance models, stakeholder involvement, and implementation capacity.
The paper points out that, despite strong EU policies promoting digital skills, learners’ access to high-quality digital education remains uneven. Students enrolled in ICT and engineering programmes, as well as those studying in urban areas, generally benefit from stronger digital learning opportunities than learners in traditional occupations and rural regions.
According to Cedefop, strengthening digital skills in IVET requires a balanced approach that combines common digital competence requirements for all learners, flexible curriculum updates, active employer participation, and targeted investment in the professional development of teachers and trainers. These measures are essential to ensure that vocational education meets the demands of the digital transition and the evolving labour market.
You can reach the full text on link: https://www.cedefop.europa.eu/en/news/digital-skills-initial-vet-curricula-governance-matters-much-content